ABSTRACT
As UNICEF (2001) emphasizes, 'All children deserve the opportunity to learn in ways that make the most of their strengths and help them overcome their weaknesses'. Children with CLDD need educators, as leaders of learning, to support them in their 'building-up of narrative about learning' (Watkins 2011: 37) that will travel with them into their future. New Rush Hall School (NRHS) is a school for children with behavioural, emotional and social difficulties (BESD), and has been involved in school-based inquiry for the last six years. Since being a CLDD Project development school in 2010, NRHS has continued to use the Engagement Profile and Scale to develop and monitor changes in engagement with over 20 individual children working at Key Staffs. In conclusion, the CLDD Project engagement for learning resources was originally introduced as a pilot to support children with Fetal Alcohol Spectrum Disorders (FASD) and complex difficulties from disengagement into learning.
